Information about English-language development is critical for accurately predicting the grade an EL will reclassify¶
Claim · All claims
Evidence · 1 study · associationalr?·q2
Currency · newest study 2018 · checked against its sources 2026-10-09 (automated, 1 of 1 entry) · not reviewed by a person · overdue for a recheck since 2021: tool and model accuracy changes quickly
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? The authors conclude that information about English-language development is critical for accurately predicting the grade at which an English learner will reclassify. → Tyler Matta 2018
Evidence¶
Tyler Matta 2018¶
Tyler Matta, James Soland. (2018). Predicting time to reclassification for English learners: A joint modeling approach. Journal of Educational and Behavioral Statistics. https://doi.org/10.3102/1076998618791259
q2 · i? · associational · r?
Authors' interpretation of the Arizona district modeling results reported in the abstract. The improved accuracy of the joint model, which treats proficiency-development random effects as latent covariates, grounds the conclusion that "information about English-language development is critical" for prediction. No effect size is printed.
"The findings suggest that information about English-language development is critical for accurately predicting the grade an EL will reclassify"
Discussion¶
Related Claims¶
- As reclassification policy complexity increases, the strength of the relationship between eligibility and reclassification diminishes — related
- The kind of test-based reclassification criteria, not the number, is likely the more salient determinant of long-term EL status — related
- The SREM predicts time to reclassification more accurately than a conventional discrete-time hazard model — related
- Despite improvements in English proficiency, only about half of K-cohort ELs were reclassified by the end of elementary school, revealing a gap between proficiency and reclassification — related
- Students designated as LTEL7 who reached the recommended CAASPP ELA achievement cut point were not yet reclassified as fluent English proficient — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
english-development-information-critical-reclassification-prediction |
title |
Information about English-language development is critical for accurately predicting the grade an EL will reclassify |
description |
Information about English-language development is critical for accurately predicting the grade an EL will reclassify |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2018 |
source_checked |
2026-10-09 |
recheck_by |
2021 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — tyler-matta-2018 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.